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Frequent Quizzes and Student Improvement of Reading: A Pilot Study in a Community College Setting

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  • Deniz Gokcora
  • Daniel DePaulo

Abstract

This pilot study explores the extent to which frequent quizzes given in a developmental Academic Critical Reading (ACR) course in a community college affects student success on a standardized CUNY (The City University of New York) assessment test on reading skills. Participants included 41 students in two class sections of ACR class who received frequent quizzes and 47 students in two sections of ACR without frequent quizzes as the control group. Results showed that students who received frequent quizzes showed greater improvement on the standardized CUNY test compared with controls, with gender moderating this effect. In addition, students who received a Pell Grant improved their performance on the standardized CUNY test more than those who did not receive a Pell Grant. Lower levels of absences were also associated with improvement on the standardized CUNY test. Quiz attitude survey results indicate that students have a positive attitude toward completing frequent quizzes, and they felt much more confident when taking the CUNY test at the end of the semester. Receiving frequent quizzes also encouraged students to attend classes at a higher rate.

Suggested Citation

  • Deniz Gokcora & Daniel DePaulo, 2018. "Frequent Quizzes and Student Improvement of Reading: A Pilot Study in a Community College Setting," SAGE Open, , vol. 8(2), pages 21582440187, June.
    • Handle: RePEc:sae:sagope:v:8:y:2018:i:2:p:2158244018782580
    DOI: 10.1177/2158244018782580
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    1. Nekby, Lena & Thoursie, Peter Skogman & Vahtrik, Lars, 2008. "Gender and self-selection into a competitive environment: Are women more overconfident than men?," Economics Letters, Elsevier, vol. 100(3), pages 405-407, September.
    2. Thomas G. Greene & C. Nathan Marti & Kay McClenney, 2008. "The Effort—Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(5), pages 513-539, September.
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